| dc.description.abstract | ABSTRACT
In September 2006 the Ministry of Education (MOE)introduced Information and Communication Technology (ICT)syllabus in curriculum of Primary 1Teacher (PIT) education, to equip the teacher trainees with understanding of ICT skills, tools and devices,
that were supposed to enhance teaching of various subjects in Primary schools. This was
informed by important decisions arising from several policy papers and reports done by
the Government of Kenya in collaboration with donors/development partners, aimed at
enhancing ICT use in improving teaching process efficiency in Kenya.This thesis therefore, presents results based on comparison of teaching process efficiency between teachers
with ICT skills, who integrate ICT in teaching process and teachers without ICT skills
in primary schools in Kisurnu City. The research tested the effect of integrating ICT in
teaching process. Equal proportions of teachers withICT skills and those without ICT
skills were sampled making up 102 respondents. The data collected using questionnaire
administration to teachers in selected Primary schools was analyzed. The deductions from
the results led to rejection of the null hypothesis; that there was no difference in teaching
process efficiency between teachers with ICT skills and teachers without lCT skills. The
alternative hypothesis; that teachers with leT skills were more efficient than teachers
without lCT skills was hence accepted. A binomial regression equation was therefore
modelled. | en_US |
